An Exploratory Study of Neurodiversity Understanding and Applications for the Classroom
Advisor: Mr. Betcher
Internship Location: Infuse: 2847 S White Rd, San Jose, CA 95148
Onsite Mentor: Mrs. Lavanya Gopal
Schools are often designed around a narrow definition of how students are expected to learn and participate. For neurodivergent students, this can result in misunderstanding, limited support, or exclusion. Although awareness of neurodiversity in education is increasing, many educators and students still lack clear, concrete guidance on what neurodiversity means and how it should inform everyday classroom practice.
This senior project has two primary objectives. The first objective is to develop a clearer understanding of neurodiversity by examining how it is defined in educational research and how it is experienced by neurodivergent students in school settings. Reviewing current educational research alongside conducting semi-structured interviews, this study examines patterns in classroom support, teacher preparedness, and students’ sense of belonging. Rather than focusing solely on challenges, it highlights strategies that have been effective, gaps that remain, and participant-informed recommendations for meaningful improvement.
The second objective is to support educators in applying this understanding within the classroom. Findings from the research will be used to inform the development of a professional development workshop that provides practical strategies aligned with neurodivergent students’ strengths and needs. The workshop will be designed to help educators create inclusive learning environments that support student engagement, belonging, and academic growth.
By centering neurodivergent perspectives and connecting research to classroom practice, this project aims to contribute to more inclusive and supportive educational experiences for neurodivergent students.
Project Blog
Post 1: Blog 0: Introduction
Hi Everyone, welcome to my Senior Project! I’m so excited that you’re here! In this journey, I’m determined to explore how schools can better support neurodivergent students and create more inclusive learning environments.
As a child with speech delay and social anxiety, I faced many challenges that are common among neurodiverse students. I was often overlooked by teachers and classmates, who assumed I didn’t have much to contribute. Looking back, I realized that my school experience, and that of many other neurodivergent students, could have been much more positive if educators had a deeper understanding of neurodiversity and knew how to truly create inclusive classrooms.
Throughout my experiences volunteering and conducting research, I’ve gained a deeper understanding of the challenges and strengths that neurodivergent students bring to the classroom. Yet, even with this background, I know there is still so much more to learn about how schools can truly support every learner. My senior project builds on that foundation by exploring how neurodiversity is defined in educational research and experienced in real classrooms, using both literature review and interviews to uncover patterns in support, teacher preparedness, and students' sense of belonging. From these insights, I aim to develop practical strategies for educators, through a professional development workshop, to help classrooms where neurodivergent students can thrive academically and emotionally.
Over the next few weeks, I will continue reading and analyzing research articles and books, as well as begin conducting interviews with students and parents at InFUSE. By centering neurodivergent perspectives, this project reflects my belief that education can be more empowering for the needs of all students.
Here is the link to my internship location: https://www.infuseteam.org/team/infuse-team
See you soon!
Post 2: Blog 1: Where Ecosystems and Minds Meet
Hi everyone!
Welcome to Week 1 of Senior Project. This week has felt a little surreal. A few days ago I was in the Galápagos Islands for my senior trip, watching sea lions rest on volcanic rocks. Now I am back home, beginning my senior project and stepping into a completely different kind of environment at INFUSE. The transition has been strange, but I am genuinely excited to begin.
Coming back from the Galápagos has made me think a lot about diversity in nature. Every species survives because of its unique adaptations. Variation allows ecosystems to function and remain resilient. That idea stayed with me as I started reading The Power of Neurodiversity by Thomas Armstrong this week.
Armstrong explains neurodiversity as a natural and valuable form of human variation. He discusses conditions such as autism, ADHD, and dyslexia as differences in brain wiring that include both strengths and challenges. One idea that stood out to me was his comparison between biodiversity and neurodiversity. Just as ecological systems depend on a range of species, human communities benefit from a range of cognitive styles. He emphasizes the importance of creating environments where different kinds of minds can succeed and compares the human mind to a rainforest, not a machine. Reading Armstrong has encouraged me to think more deeply about how environment shapes outcome. A child’s success is often tied to whether their surroundings align with how their brain works.
Armstrong pushes this idea even further by questioning the language we use. The word “disability” often carries a quiet assumption that something is broken or lacking. It suggests a deviation from an imagined standard of “normal.” Yet when it comes to the brain, what does normal even mean? We do not have a single preserved brain in a jar that serves as the gold standard against which all others are measured. Every brain develops through a complex interaction of genetics, environment, culture, and experience. So who decides where normal ends and abnormal begins?
Over the past few decades, neuroscience has made massive leaps in understanding brain structure and function. Brain imaging technologies have allowed researchers to observe patterns of activation and connectivity with remarkable detail. At the same time, our culture has become increasingly quick to label differences as disorders. Traits that may once have been described as eccentric, unconventional, intense, or unusual are now often categorized as symptoms. Armstrong describes this as part of a broader pathologizing culture, where variation is too easily medicalized. The key distinction he emphasizes is that difference does not automatically mean deficit.
This week I am focusing on getting to know INFUSE better. I want to observe carefully and understand how the space operates. I am paying attention to how the children interact, what activities engage them, and how instructors respond when a child feels overwhelmed. Armstrong writes about the idea of helping individuals find their “niche,” a setting that allows their abilities to shine. As I spend time at INFUSE, I am thinking about how supportive environments are intentionally created and how they can continue to improve.
Returning from the Galápagos and beginning this project at the same time feels symbolic. Nature thrives on variation, and human communities do as well. That realization has made me even more motivated to continue this work.
For next week, I want to finish annotating The Power of Neurodiversity and begin outlining key concepts that relate to my project. I hope to engage more directly with the children at INFUSE and start building stronger relationships with them.
This first week has felt unusual, but it has also reminded me why I am passionate about this project. I am excited to keep learning and growing in the weeks ahead.
Thank you for reading, and see you next week!
Week 2: History of Autism Diagnosis
Hi Everyone,
This week, I continued spending time at my internship, and something I’ve noticed is that the children are slowly warming up to my presence. At first, many of them were understandably cautious around someone new, but over time I’ve started to see their individual personalities and interests come through. Some are drawn to specific activities, while others prefer quieter moments or structured routines, and observing these different dynamics has helped me better understand how each child engages with their environment. It has also reminded me how diverse autistic experiences can be, even within the same space. As part of preparing for the research side of my project, I’m also working on finalizing my interview questions by the end of this week so they are ready to use next week.
Alongside this, I took time this week to focus on the history of autism diagnosis and how early scientific interpretations shaped the stigma that still exists today. What stood out to me most was how much early theories reflected the social biases of their time rather than the lived experiences of autistic individuals.
Early autism research was largely shaped by the work of Leo Kanner and Hans Asperger in the 1940s. Kanner described a group of children who showed social withdrawal, repetitive behaviors, and strong preferences for routine. While his observations helped establish autism as a distinct developmental condition, some of his interpretations unintentionally contributed to harmful ideas. Kanner noted that many of the parents he observed were highly intellectual and emotionally reserved, which later influenced the development of the “refrigerator mother” theory. This theory suggested that autism was caused by mothers who were cold or unaffectionate toward their children. The idea placed enormous blame on women and families, reinforcing gender bias and creating deep stigma around autism for decades.
Meanwhile, Asperger was studying children who showed similar traits but often had strong verbal abilities and specific intellectual strengths. However, much of Asperger’s work remained relatively unknown in the English-speaking scientific community for many years, which meant the understanding of autism was initially shaped more heavily by Kanner’s framework. Early descriptions of autism focused on a very narrow set of behaviors, which caused many people, especially girls, to be overlooked. Today we know that autistic girls often show traits differently and may mask their behaviors, which has led to many of them being underdiagnosed.
In Steve Silberman’s TED talk, The Forgotten History of Autism, he explains how these early narratives shaped public perception. Silberman emphasizes that autism has always been part of human neurological diversity, but diagnostic systems and cultural biases limited who was recognized. This idea connects strongly to themes discussed in The Power of Neurodiversity by Thomas Armstrong, which argues that neurological differences should be understood as natural variations in the human brain rather than purely deficits. Armstrong also highlights how prejudice and misunderstanding toward neurodivergent individuals often arise from rigid definitions of “normal.”
Looking at these historical moments made me realize that autism research has never existed in a vacuum. Scientific ideas are influenced by cultural assumptions, gender biases, and social fears. Understanding how these narratives developed helps explain why stigma around neurodiversity persists today—and why reframing autism through the lens of neurodiversity is so important. Moving forward, I hope that combining historical awareness with modern research can help shift the conversation from misunderstanding toward acceptance and meaningful support.
Thank you for reading my blog and see you next week!
Week 3: The Heart of My Project
Hi Everyone,
This week I spent time reading several articles about best practices in the classroom, particularly those that use an asset-based approach to supporting neurodivergent students. An asset-based view focuses on recognizing students’ strengths, abilities, and potential. In the context of neurodiversity, this perspective encourages educators to see differences in thinking, communication, and learning as valuable variations. This idea is really becoming the heart of my project, because it shifts the focus from simply accommodating neurodivergent students to actively valuing the strengths they bring into learning environments.
One theme that appeared consistently across the articles was the importance of building instruction around students’ strengths and interests. Research suggests that when teachers incorporate a student’s interests into lessons, engagement and motivation often increase. For example, if a student is especially interested in animals or transportation, those themes can be integrated into reading activities, math problems, or classroom discussions. Connecting academic material to something students already care about can make learning feel more accessible and meaningful. The articles also emphasized that flexibility in teaching methods is essential for inclusive classrooms. Strategies such as movement-based learning, hands-on activities, and collaborative work allow students to interact with material in multiple ways.
Alongside this research, I also continued my work at INFUSE this week, where I led another dance-based session with the children. Activities like these made me think about how movement-based learning can serve as an example of an asset-based practice. Some students who may struggle to engage in more traditional classroom settings seemed much more comfortable expressing themselves through movement and rhythm. I also had the opportunity to talk with a few parents about their children’s experiences at school, and many of them shared how different teaching approaches can significantly affect how supported their children feel in the classroom. Hearing these perspectives helped connect the research I’ve been reading to the real experiences of families navigating educational systems.
Overall, the asset-based perspective reframes how we think about neurodiversity in education. It encourages educators to design classrooms that recognize and build upon the unique abilities each student brings. Next week, I plan to continue doing a deeper dive into these classroom practices and begin developing ideas for a professional development workshop that could help educators better understand and implement asset-based strategies for supporting neurodivergent students.
Thanks for reading, and see you next week!
Week 4: Planning the Final Product
Hi Everyone,
This week I started focusing more intentionally on what my final project which will have multiple components that each serve a different purpose. I plan to create an infographic and a poster to visually communicate key ideas about neurodiversity and asset-based approaches in a way that is accessible and engaging. In addition, I will be putting together a research guide that summarizes the literature I have reviewed throughout this project, bringing together key themes, findings, and takeaways. Another major component will be a professional development workshop for teachers, which I plan to begin implementing in the upcoming weeks.
Alongside continuing to read and analyze more articles, I have also started organizing these end products. This week, I began outlining what each component will include, thinking through how to present information clearly, and gathering references that I want to incorporate. I also started brainstorming potential activities for the workshop, especially ones that reflect an asset-based approach and can be realistically used in classrooms. This process helped me see how all the pieces of my project connect as part of a larger goal to make research more accessible and applicable in real educational settings.
At my internship, I have also started conducting some informal interviews with parents, which has been a really valuable learning experience. Through these conversations, I have been able to hear directly about their children’s school experiences, including what has worked, what has not, and what they wish educators better understood. These insights have added a more personal and practical perspective to my research and helped me better connect academic ideas to real-life experiences.
Overall, this week felt like an important step in bringing everything together. I am beginning to move from just learning and researching to actually creating something meaningful and applicable. As I continue, I am excited to keep refining these ideas and developing resources that can hopefully make a real impact in how neurodivergent students are supported in classrooms.
See you all next week!
Week 5: Halfway Reflection
This week marks the halfway point of my senior project, which gave me a chance to reflect on the progress I have made so far and think more intentionally about the direction of my final products. Reaching this midpoint helped me step back and evaluate what I have already completed, including my literature review, classroom best practices research, and initial planning for my teacher-focused resources. It also made me realize that the next phase of my project needs to focus more on turning research into concrete, usable materials.
One of my main goals this week was continuing to build my research guide. I started organizing the articles I have read into key themes, such as flexible seating, movement-based learning, visual supports, and student choice. As I grouped these ideas, I began drafting short summaries that explain both the research behind each practice and how teachers can apply them in real classroom settings. This process helped me move beyond just collecting information and start translating it into something practical.
I also worked on planning the structure of my infographic and poster. I decided that the infographic will highlight quick, classroom-ready strategies for supporting neurodivergent students, while the poster will focus on reframing neurodiversity as a strength and emphasizing the idea of "nothing about us without us." I sketched out rough layouts and identified which research findings would best support each section. This helped me visualize how the final products will complement each other rather than repeat the same information.
Another area I focused on this week was developing ideas for my professional development workshop. I began outlining interactive activities, such as having teachers reflect on traditional classroom structures and then brainstorming ways to make them more flexible. I also planned a short scenario-based discussion where teachers can consider how different students might respond to the same learning environment. My goal is to make the workshop engaging and collaborative, rather than just lecture-based.
Overall, reaching the halfway point made me realize how much my project has evolved. I am moving from gathering research to actively creating resources that teachers can use. This shift feels important because it brings me closer to my goal of helping educators build more inclusive classrooms for neurodivergent learners.
See you all next week and thanks for reading!
Week 6: Creating Space for Different Ways of Learning
This week marks Week 6 of my senior project, and as I move further past the halfway point, I am beginning to focus more on refining my materials and thinking about how they will be used in real classroom settings. Up to this point, much of my work involved researching and planning, but this week I concentrated on making my ideas clearer, more organized, and more practical for teachers.
One of my main goals this week was continuing to strengthen my research guide. I revisited the strategies I had previously identified, such as flexible seating, movement-based learning, visual supports, and differentiated instruction. I spent more time specifically exploring differentiated instruction because it stood out as a key approach for supporting neurodivergent learners. Differentiated instruction is a teaching method where educators adjust content, process, or assessment based on students’ individual learning needs, strengths, and interests. Rather than expecting all students to learn in the same way, this approach allows multiple pathways for understanding.
As I researched further, I began adding examples of how differentiated instruction can be applied in the classroom. For instance, teachers might offer students different ways to demonstrate their understanding, such as writing a paragraph, creating a visual diagram, or presenting verbally. Another example is adjusting the level of scaffolding by providing guided notes for students who benefit from structure, while allowing others to work more independently. Flexible grouping is also an important component, where students can work in pairs, small groups, or individually depending on what helps them focus and engage. I also explored how teachers can incorporate choice, such as allowing students to select topics that interest them or choose between hands-on activities and reading-based tasks. Including these examples helped me move beyond theory and show how differentiated instruction can realistically be used in classrooms.
I also spent time refining the structure of my infographic. I began narrowing down the number of strategies I want to include so that the final product does not feel overwhelming. My goal is for the infographic to highlight a few high-impact practices that teachers can realistically incorporate into their classrooms. While working on this, I thought carefully about visual organization, making sure each section clearly communicates one idea and emphasizes inclusivity and student strengths.
Another focus this week was continuing to plan the professional development workshop component of my project. I started outlining how I will introduce neurodiversity and then transition into practical classroom strategies, including differentiated instruction. I brainstormed interactive elements where teachers can look at a traditional lesson and discuss how it could be modified to include multiple learning options. My goal is to make the workshop collaborative so educators leave with ideas they can immediately apply.
Overall, Week 6 helped me shift from simply creating materials to refining them with a clearer purpose. This process has made me more confident that my final products will not only share information, but also encourage educators to build more inclusive and supportive classrooms for neurodivergent learners.
See you all next week!
Week 7: From Theory to Reality in the Classroom
Coming back from spring break, Week 7 of my senior project felt like a shift back into focus, but with a new perspective. After having some time to step away, I returned ready to start thinking more seriously about how my ideas would actually work in practice.
One of the most important realizations I had this week came from trying to implement some of the learning strategies I had been researching. As I walked through how I would actually carry them out, I found that many of them took much longer to set up and execute than I originally expected. What seemed simple in theory required more planning, time, and classroom management in practice. This made me realize how challenging it can be for teachers to consistently apply these strategies, especially within the constraints of a structured school day. It pushed me to think more critically about which ideas are truly realistic and sustainable.
Because of this, I began refining my materials with a stronger focus on practicality. Instead of emphasizing large or complex changes, I prioritized strategies that are high-impact but easier to implement. For example, I focused more on small adjustments like offering choice in assignments, incorporating short movement breaks, and using flexible grouping. These strategies still support neurodivergent students but are more manageable for teachers to integrate into their daily routines.
I also spent time revising my research guide and infographic to reflect this shift. I simplified my explanations and made each strategy more clear and actionable. I wanted to make sure that teachers could quickly understand not only what to do, but how to do it without feeling overwhelmed. This process helped me realize that making resources user-friendly is just as important as including strong research.
In addition, I explored movement-based learning more deeply this week, which connects closely to my experiences working with neurodivergent children. Movement-based learning involves incorporating physical activity into instruction to help students stay engaged, regulate their emotions, and better process information. For example, students might act out concepts, participate in hands-on learning, or take structured movement breaks during lessons. From my own experience, I have seen how movement can help students refocus and feel more confident, especially those who struggle with sitting still for long periods of time. This made me more intentional about including this strategy as a core part of my project.
Another area of progress this week was continuing to develop my professional development workshop. I began outlining more specific and realistic activities, such as having teachers analyze a traditional lesson and then work in small groups to modify it using strategies like differentiated instruction or movement-based learning. I also added reflection prompts that encourage teachers to think about their current classroom practices and identify small, achievable changes. This helped transform my workshop from a general idea into something that feels more structured and applicable.
Overall, this week marked an important turning point in my project. By trying to apply my ideas, I gained a better understanding of the challenges teachers face and the importance of practicality. I am now more focused on creating resources that are not only research-based, but also realistic and usable in real classroom environments.
Thanks for reading and see you next week!
Week 8: Bringing It All Together
Over the past few weeks, I’ve explored different approaches to supporting neurodivergent students, including movement-based learning, differentiated instruction, and creating more flexible classroom environments. However, this week was less about trying new strategies and more about organizing my experiences into something meaningful and practical for others. I had to think beyond just what I did and start considering how I could explain these ideas in a way that teachers and peers could actually apply.
A big part of this process was creating the actual materials for my workshop. This week, I completed my research guide, brochure, and presentation slides, all of which are designed to break down the key ideas from my project in a clear and accessible way. Putting these together really pushed me to reflect on what information was most important and how to present it in a way that is both engaging and easy to understand. It also made me realize how much I’ve learned throughout this project, as I was able to take everything I’ve explored and turn it into something tangible that others can use.
One of the biggest challenges this week was figuring out how to simplify complex ideas without losing their importance. Concepts like Universal Design for Learning and differentiated instruction can be difficult to fully understand, especially in a short workshop setting. Instead of focusing too much on definitions, I began to center my presentation around experiences, observations, and specific strategies. This shift helped me focus more on real-world application rather than just theory.
I also spent time thinking about how to make my workshop both engaging and informative. Since my project emphasized movement and interactive learning, I wanted my presentation to reflect those same values. This meant planning ways to involve my audience, whether through small activities and discussions. I wanted the workshop to feel less like a lecture and more like an experience that participants could actively take part in.
Reflecting on this entire process, I can see how much my perspective has changed. At the beginning of this project, I focused mostly on understanding different strategies. Now, I’m thinking more about impact—how these strategies can actually be used to create more inclusive and supportive environments for neurodivergent students.
Overall, Week 8 was about bringing everything together. It marked a shift from learning for myself to sharing with others, and it made me realize that the true value of this project lies not just in what I discovered, but in how I can use it to help others moving forward.
See you all next week!
Week 9: Final Preparations
Hi Everyone,
Instead of adding new content, I spent time reviewing what I had created and thinking carefully about how it would come across to my audience. I made small adjustments to improve clarity, reorganized parts of my slides to create a smoother flow, and checked that the key ideas stood out. This made me realize that even small changes can significantly affect how information is understood.
This week also came with outside pressure from college decisions. That process has been on my mind more often than I expected and it has added a layer of stress while I try to stay focused on finishing my senior project. At times it has been difficult to balance both, especially knowing that I am close to a major transition in my life. At the same time, it has made me reflect more on the direction I want to take and why the work I am doing in this project matters to me.
I also spent time preparing myself mentally for the workshop. Even though I feel confident in my materials, presenting them to others is a different experience. I have been thinking about how to explain ideas clearly, how to keep the audience engaged, and how to speak in a way that feels natural rather than overly rehearsed. This process has helped me realize how much I have grown from simply learning concepts to actively preparing to teach them.
Another important reflection this week was about the overall purpose of my project. I started by trying to understand different strategies to support neurodivergent students. Over time, this developed into thinking about how these strategies can actually be used in real settings and shared with others in meaningful ways.
I have also realized that everything does not need to be perfect before the workshop. What matters most is clarity and the ability to communicate ideas in a way that others can understand and apply. Keeping that in mind has helped reduce some of the pressure I put on myself.
Thanks for reading! See you next week!
Week 10: Reflections
Hi Everyone,
As I reach Week 10 of my senior project, I find myself reflecting not only on what I have accomplished, but also on how much my understanding of neurodiversity, education, and inclusion has evolved throughout this journey. What began as a research-focused idea has gradually transformed into a more personal exploration of how mindset, environment, and awareness shape the experiences of neurodivergent individuals in educational spaces.
One of the most meaningful aspects of this project has been recognizing the gap between awareness and understanding. While many schools and educators are familiar with the concept of neurodiversity, I’ve observed that implementation often lacks depth or consistency. Through my research and interactions, especially with parents and educators, I realized that challenges are deeply rooted in perception like how success is defined and how behavior is interpreted.
As I look back, I find myself truly grateful for all of the connections I’ve made along the way. Beyond the research and planning, what has stood out most is the opportunity to listen to and learn from the lived experiences of students, parents, and educators. Each conversation and story has added a layer of depth to my understanding of neurodiversity that no article or textbook alone could provide.
Supporting others through this process, even in small ways, has been one of the most meaningful parts of this journey. Whether it was hearing a parent describe their child’s struggles in school or understanding how educators try to balance structure with flexibility, these interactions have shaped how I think about inclusion. They reminded me that behind every educational strategy or label, there are real people navigating real challenges.
The main takeaway from this week—and really from the entire project so far—is that how we perceive others fundamentally shapes how we support them. Perception influences expectation, and expectation influences opportunity. When neurodivergent individuals are viewed through a lens of deficit, support becomes limited and restrictive. But when they are seen through a lens of strengths, individuality, and potential, the entire approach to education and inclusion shifts. True change does not only come from new strategies or systems, but from rethinking the way we see and understand one another in the first place.
I would like to thank Mr. Betcher for his constant support throughout this project and for his passion toward increasing understanding and acceptance of neurodiversity. I would like to thank Mrs. Lavanya for all of her guidance over the years, as it was through her dance class that I first learned how to express myself and build confidence in my voice. I would also like to thank Mrs. Nagpal for guiding us throughout the senior project process and encouraging us to pursue topics that are personally meaningful to us.
But last and definitely not the least, I want to thank all of you for reading and supporting me along the way. I'm truly grateful to have this opportunity to pursue a project that I'm passionate about.
Thank you all for reading!